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数学学科探究活动的巧妙设计,能激发学生的探索欲望,更大限度地开拓学生的发散性思维,从而有效地提升教学效率。目前,探究性学习是新课程理念下教与学的主要方式,教师在积极开展探究性学习的实践中,的确取得了不少成果,但同时也存在着应引起我们注意的一些问题。一、问题缘起《一元一次方程(1)》是七年级第三章的起始课,教材编排的第一个问题情景是:“章前图中的汽车匀速行驶途经王家庄、青山、秀水三地的时间如所给图示,翠湖在青山、秀水两地之间,距青山50千米,距秀水7
The ingenious design of mathematics inquiry activities can stimulate students ’desire to explore and expand students’ divergent thinking to a greater extent so as to effectively improve teaching efficiency. At present, exploratory learning is the main way of teaching and learning under the new curriculum concept. Teachers have indeed achieved a lot in the active exploration learning, but at the same time, there are some problems that should attract our attention. First, the problem origins ”One dollar equation (1)“ is the beginning of the seventh chapter of the third chapter, textbook arrangement of the first problem scenario is: ”The car in front of the figure before driving through the Wangjiazhuang, Aoyama, Silk As the three places as shown, Green Lake in Castle Peak, Xiushui between the two, 50 km away from Aoyama, from Xiushui 7